30943 - Compared Analysis of Educational Models for the Permanent Education

Academic Year 2022/2023

  • Docente: Dorena Caroli
  • Credits: 8
  • SSD: M-PED/02
  • Language: Italian
  • Moduli: Rossella Raimondo (Modulo 1) Dorena Caroli (Modulo 2)
  • Teaching Mode: Traditional lectures (Modulo 1) Traditional lectures (Modulo 2)
  • Campus: Bologna
  • Corso: Second cycle degree programme (LM) in Science Of Lifelong Educational Processes (cod. 8780)

Learning outcomes

At the end of the course the student: - will know how to understand the results and research materials of this field from a technical point of view; - knows how to develop a knowledge of the areas and processes of training; - knows how to operationally manage specific activities and services; - knows how to develop a knowledge of professional environments; - knows how to design, elaborate and manage to coordinate applied field of research activities; - can promote, design, implement and evaluate new activities and services and / or implementation and innovation of existing ones; - has self-management skills of professional development; - is able to use the learning methods developed to deepen and update different knowledge independently.

Course contents

The course aims to study the methodologies and areas of comparative education with a look at the concrete analysis of education systems from theoretical and practical point of view. Starting from the bases of comparative education, the educational schools, extra-scolastic and adult educational institutions as a cognitive and operational tool in educational and educational professions will be studied in comparative perspective.It will be also studied the topic of the vocational training with reference to the professional cultures and to the management of human ressourses.

The first part of the courses will also be dedicated to the study of adult education, considered in the course of its historical development up to the recent educational perspectives. A “case” study will also be proposed: specifically, the “Reclusorio pei discoli”, established in Bologna (1822-1849), will be analyzed, making a comparison with other similar institutions, built in two Italian cities, such as Rome and Milan, to as regards the Italian context, and with the English situation, as regards the international context.

The second part will address the theories of comparative education in the international arena; John Dewey's conception of lifelong education; the comparative analysis of school systems in the twentieth century from a historical perspective during the totalitarian regimes (fascist and Soviet) with a particular focus on the pedagogical innovations by the ukrainian educator Anton. S. Makarenko; the extracurricular educational proposals linked to the regimes (Balilla and Scouts); the evolution of the school system of Ukraine (1991-2022); characteristics of educational policies and lifelong professional training.

Module 1 (prof. Rossella Raimondo)

Comparative education: the tradition of the subject

Adult education

The reclusorio for the urchins of Bologna

Comparison of informal education cases

Professional Cultures and Human Resource Management (1)

Module 2 (prof. Dorena Caroli)

New recent perspectives of international comparative education; Lifelong education according to John Dewey;

Comparison of school education systems; (nationalization,totalitarianism and democratization in Italy and URSS);

Comparison of extra-curricular educational systems: Balilla and Scouts.

Abandonment and juvenile deviance in the USSR in the 1920s: experiments and educational innovations with a particular focus on innovative experimentation conducted by the ukrainian educator Anton S. Makarenko

The evolution of the educational system in Ukraine (1991-2021)

Compare educational and professional policies in the global world;

Professional Cultures and Human Resource Management (2): case studies and analysis.

This course helps substantiate some of the UN's 17 Sustainable Development Goals (SDGs9).

Readings/Bibliography

Mandatory for the Module 1  (Raimondo):

  • N.S. Barbieri, A. Gaudio e G. Zago, Manuale di educazione comparata. Insegnare in Europa e nel mondo, Els La scuola, Brescia, 2016, until p. 128 (excepted the pages on scouts, that will be studies within the Module 2).
  • R. Raimondo, Discoli incorreggibili. Indagine storico-educativa sulle origini delle case di correzione in Italia e in Inghilterra, Editore Franco Angeli, Milano, 2014.
  • L. Cavana, Il Karma e l’epoché. L’Educazione degli adulti tra Buddhismo e Fenomenologia, Clueb, Bologna, 2000, from p. 11 to p. 37.
  • Ziglio C., Viaggio nelle tribù professionali, CLUEB, Bologna, 2015, pp. 254 (reading of the first part).

Mandatory for the Module 2 (Caroli):

  • Barbieri Nicola S., Gaudio A., Zago (eds.), Manuale di educazione comparata, Brescia, La scuola/Morcelliana, 2016 from p. 129 to p. 207.
  • Betti C., L’opera nazionale balilla e l’educazione fascista, Firenze, La Nuova Italia, 1984, 95-179.
  • Caroli D., Abbandono, fame e devianza dei giovani in URSS, «Storia e problemi contemporanei», 27, 2001, pp. 173-202.
  • Caroli, D., Evoluzione del sistema scolastico ucraino tra ricerca dell’identità nazionale e plurilinguismo (1991-2021), in «Nuova secondaria», 2022, XXXIX, pp. 22 - 38).
  • Ziglio C., Viaggio nelle tribù professionali, CLUEB, Bologna, 2015, pp. 254 (chapters 7 and 8).

Further readings

John Dewey e l’educazione degli adulti. Una rilettura di Moral Principles in Education. (1909), a cura di L. Bellatalla, M. Pennacchini, Roma, Anicia, 2019, pp. 5-139.

Mincu M.M., Sistemi scolastici nel modo globale. Educazione comparata e politiche educative, Milano, Mondadori, 2021 (part about Italy and Germany).

Sica M., Storia dello scoutismo in Italia, Roma, Edizioni fiordaliso, 2006, pp. 11-491.

Ziglio C. - Boccalon R., L’attività osservativa in educazione. Un paradigma scientifico, Utet università, Torino 2006.

Ziglio C., Viaggio nelle tribù professionali, CLUEB, Bologna, 2015, pp. 254 (first part and chapters 4, 7-8 for the syudent not attending regularly the lectures).

Teaching methods

Group work (in written form) starting based on the lectures and readings choice; video

Assessment methods

Written examination consisting of two parts. The final result/note note will be  the average of the 2 examinations passed with Prof. Rossella Raimondo (Module 1) and Dorena Caroli (module 2). The latter will carry out the final verbalization. Students in examination debt will be able to choose whether to prepare about the program of prof. Corrado Ziglio or on this new program divided into two parts.

Attention: The course will begin with module 1 (24 hours) held by prof. Rossella Raimondo and will continue, at the same schedule, with Module 2 (24 hours) held by Prof. Dorena Caroli.

To pass the exam, it is necessary to register via the electronic bulletin board (AlmaEsami), in compliance with the deadlines set. Those who fail to register due to technical problems by the scheduled date, are required to communicate (and in any case before the official closing of the registration lists) the problem to the didactic secretariat.

It will be the faculty of the teacher to admit them to take the test. The evaluation will take into account the following indicators: 1. knowledge of the contents of the discipline and in particular of the authors and of the educational problem they face; 2. ability to analyze a text and to elaborate the single parts in a concise and exhaustive way 3. reworking and personal critical reflection and clear exposition of the concepts of the discipline 4. reflections and insights elaborated in the classroom. The final grade will be in thirtieths. Verification of learning and knowledge acquisition takes place through 2 written examinations lasting  120 minutes (60 minutes for each part). It consists of 2 open-ended questions.

The objective of the exam is to ascertain the skills of analysis and understanding of the contents of the discipline, evaluating the ability to display, re-elaborate and conceptualize the contents learned. Particularly evaluated will be the student's ability to know how to orient himself within the sources and bibliographic material in order to identify them useful information that allows him to illustrate the aspects and cultural areas of the discipline.

In the event that the health situation of Covid 19 reveals new critical periods, the exam will be carried out orally on the TEAMS platform (you must register through Almaesami).

Teaching tools

Materials uploaded inside "virtuale", slides, video.

Office hours

See the website of Dorena Caroli

See the website of Rossella Raimondo

SDGs

No poverty Quality education Gender equality Decent work and economic growth

This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.